EDSE 533

Summer 2011 Online

Norah Hooper, PhD.

Philosophy of Behavior Management

Donna L. Oesterheld

College of Education

University of Mary Washington

I hearby pledge that I have not received any unauthorized help on this philosophy project.-Donna L. Oesterheld

Ross Greene’s Lost At Ross Greene’s Lost At SchoolSchool

Principles of Lost At SchoolKids do well if they can.

-What is keeping him from controlling his behavior as the other kids are able to do? -What skill is he lacking?Collaborative Problem Solving -Show empathy with the child. -Define the problem. -Invite the student to propose a solution.

Similarities to ABA

•both are very discouraging to the con-cept of punishment. ABA uses aver-sive consequences only as a last resort,Lost At School agrees that aversiveconsequences do not produce pos-itive and lasting change.

Differences with ABA•Reinforcement: the student may propose and desire a solution, but mayneed reinforcement to break or instill habits.•Prompting: again, the desired changemay need extinguishing or an alter-native behavior.

My Reflections: In my experience, Greene has touched a nerve when he says that punishing the child for misbehavior not teach them to avoid the misbe-havior. I believe that behavior iscommunication. My approach wouldbe to find the function of a misbe-havior.

Restorative DisciplineRestorative Discipline Principles of Restorative Discipline___Rather than finding blame and assigning punishment, Restorative Discipline asks “What happened here?” and “Who was hurt?’ with a view to repairing the hurt. One key is the “circle” where involved parties sit in a physical circle, pass an object, and only the person holding the object may speak. .All must agree on a plan for a solution, and there is a sort of spiritual aspect in all touching shoulders and promising respect and commitment to restoring all relationships.

Similarities to ABA•both agree that aversive stimuli often are effective in motivating short termchange. If the “circle” is an aversiveconsequence for the offender, it is motivating to effect change.

Differences with ABA•Systematic: Restorative discipline does not require data recording ormaking decisions bases on data. It ismore subjective than ABA.•Shaping and Generaliztion: doesnot allow for shaping of alternative behaviors or for use in other settings.

My Reflections: I think that the circle is a pretty uncomfortable experience for theoffender. Who wants to hear howtheir actions have or could hurt others in one sitting? This philosophyis too fake spiritual for me, althoughit probably has benefit in for older persons in the legal system.

Positive Behavior Positive Behavior Interventions Support Interventions Support

(PBIS)(PBIS) Principles of Positive Behavior Interventions Support (PBIS)

PBIS is an evidence based framework for developing positive behavior in students by

creating a positive climate for learning. Primary –applies to all students

Secondary – Additional methods apply to some students

Tertiary – Individualized plans for a fewat-risk students.

Similarities to ABA•REINFORCEMENT: It is nice to consider a philosophy which emphasizesboth tangible and social rewards for behavior.•Shaping: ABA shapes behavior by sys-tematic contingent reinforcement, PBIS uses the same systems to shape behavior in larger groups by tiers.•Discrete Trial Teaching is similar to tertiary plans in that both allow time and practice for new behaviors.•Antecedent Control: PBIS gives useful guidelines for arranging the environmentand setting up rules and procedures to pre- vent conflicts and misbehavior.

Differences with ABA:Individualization: PBIS applies ABA principles to a group setting rather than to the individual learner. This makes ABA more practical for specialneeds students and PBIS more practical for classes and schools.

My Reflections: In my experience, PBS and PBISAre effective in a variety of educationalSettings. I’ve seen classes with a morn-ing meeting, family atmosphere, tiered systems of reinforcement, and clear simple rules and procedures arecalm and happy workplaces. I believe in contingent reinforcement. I muchprefer rewarding myself or being rewarded. My approach implement

most of the principles of PBIS.

My Theory: Why not My Theory: Why not PBIS?PBIS? With so many theories of classroom behavior spinning around in

my head, developing a personal philosophy was both easy and difficult for me. Several weeks ago, I actually started a file of practical ideas that I gleaned-or stole-from the blackboard discussions in my Positive Approaches to Discipline Class and from classrooms that I worked in as a substitute teacher. When I considered this file to examine my personal philosophy, I realized that every thing I do or admire when others do it is part of the Positive Behavior Intervention Support theory (PBIS). PBIS builds on the principles of Applied Behavior Analysis (ABA), and as such it is well researched. Applied Behavior Analysis is the most documented and most respected approach to teaching students with disabilities. It is a systematic method, with constant data collection and documentation. Goals and plans are made based on the data. This is why I plan to use ABA in my future career as a Special Educator. But ABA does not give a framework for managing a classroom setting or for guiding behavior within a school community. PBIS bridges this gap. It is helpful to think of behavior management in terms of antecedents and consequences influencing behaviors (ABC). PBIS addresses antecedent management by having the teacher develop and teach rules and procedures for behavior. It addresses behavior by emphasizing class meetings and a family atmosphere. Finally PBIS addresses consequences by providing reinforcement on a tiered system. The Virginia Department of Education endorses PBIS. For these reasons, Positive Behavior Intervention Support is my philosophy of Behavior Management.

Practical PBIS in my Practical PBIS in my classroomclassroom

AntecedentsAntecedents BehaviorsBehaviors ConsequenceConsequencess

Physical Arrangement of Physical Arrangement of Furniture and Student Desks so Furniture and Student Desks so that fully stocked work areas are that fully stocked work areas are available, teachers can move available, teachers can move freely to all students, and traffic freely to all students, and traffic patterns are planned to reduce patterns are planned to reduce conflict.conflict.

Every child will be Every child will be spoken to personally spoken to personally and positively every day. and positively every day. Every child will be Every child will be loved and shown love loved and shown love and interest every day.and interest every day.

Themed behavior system for all Themed behavior system for all students where each child has a students where each child has a “card” placed on 5 at the “card” placed on 5 at the beginning of each day. Positive beginning of each day. Positive behaviors are reinforced behaviors are reinforced throughout the day by moving throughout the day by moving the card forward, minor the card forward, minor infractions cause the card to be infractions cause the card to be moved backwards.moved backwards.

3-5 broad expectations of 3-5 broad expectations of all students are posted with all students are posted with 3-5 observable behaviors 3-5 observable behaviors for each stated in positive for each stated in positive terms. (See slide 8)terms. (See slide 8)

These behaviors will be These behaviors will be taught using differentiated taught using differentiated instruction as an academic instruction as an academic subject at the beginning of subject at the beginning of the year and again as the year and again as needed.needed.

Each child has a chart in a take Each child has a chart in a take home folder to record the daily home folder to record the daily points. When they have earned points. When they have earned 20 points they may choose a 20 points they may choose a really cool sticker to place on really cool sticker to place on another chart and on a posted another chart and on a posted chart in the classroom. Earning chart in the classroom. Earning a given number of stickers will a given number of stickers will result in tangible rewards.result in tangible rewards.

Daily morning meetings will Daily morning meetings will include a greeting for all include a greeting for all students and a time for a students and a time for a scripted problem solving scripted problem solving discussion.discussion.

Some students will be working Some students will be working on a specific behavior goal. on a specific behavior goal. These will have sticker placed These will have sticker placed on their desk showing the on their desk showing the observable, measurable, observable, measurable, behavior that will be reinforced behavior that will be reinforced according to a contingent according to a contingent schedule.schedule.

A few students will be on a A few students will be on a behavior contract with preferred behavior contract with preferred consequences and time out consequences and time out procedures without procedures without reinforcements contingent on reinforcements contingent on specific behaviors.specific behaviors.

Anticipate and Solve Anticipate and Solve ProblemsProblems

Problem: In order for the physical environ-ment to be conducive

to learning, students will have to be directly taught

to organize and care for materials and

supplies in each area.

Problem: Some students may have their cards moved

backwards more oftenthan forwards which

may discourage them.Solution: Move these

students immediately to tier 2 and develop an ind-vidual plan for attainable

reinforcement .

Problem: There are noaversive consequencesbuilt in: no missing

recess or trips to the office.Solutions: -Use a ___ first, then

recess language to beSure that reinforcement is

contingent.-Students on contract may have

penalties included-May be necessary at some time tomake certain low card values go

with a penalty. IE if your card is on 2 you walk 2 lapsat the beginning of recess.

EXAMPLE OF AN EXAMPLE OF AN EXPECTATION WITH EXPECTATION WITH

RULESRULES• Be Respectful:Be Respectful:

1.1. Raise your hand and wait to be called Raise your hand and wait to be called on beforeon before

speaking.speaking.

2.2. Follow directions the first time they Follow directions the first time they are given.are given.

3.3. Use your own materials.Use your own materials.